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Instilling Islamic Educational Values Through Madurese Local Cultural Habituation Nurul Zainab; Abdul Haris
MUSLIM HERITAGE Vol 10 No 2 (2025): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v10i2.11525

This study aims to explore (1) how State Primary School Patereman 2 utilizes local culture as a medium to instill Islamic educational values, and (2) how the process of internalizing Islamic values occurs through Madurese local cultural habituation. Using a qualitative case study approach, the research involved religious teachers, community religious leaders, students participating in kompolan activities, and parents. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the pattern-matching technique with methodological and source triangulation for validity. The findings reveal that kompolan, a distinctive Madurese religious cultural practice, effectively serves as a vehicle for the internalization of Islamic values among students. The process of habituation creates repeated interactions between learners and the local religious environment, enabling the formation of a religious habitus as explained by Bourdieu’s theory of habitus, capital, and field. This study contributes to the understanding of how ethnopedagogical practices grounded in local culture can strengthen Islamic character education in elementary schools. Abstrak Penelitian ini bertujuan untuk mengeksplorasi (1) bagaimana SD Negeri Patereman 2 memanfaatkan budaya lokal sebagai media penanaman nilai-nilai pendidikan Islam, dan (2) bagaimana proses internalisasi nilai-nilai Islam berlangsung melalui habituasi budaya lokal Madura. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi guru pendidikan agama Islam, tokoh agama, siswa yang mengikuti kegiatan kompolan, dan orang tua siswa. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan teknik pattern matching serta triangulasi metode dan sumber untuk menguji validitas data. Hasil penelitian menunjukkan bahwa kompolan, sebagai praktik budaya religius khas masyarakat Madura, terbukti efektif menjadi sarana internalisasi nilai-nilai Islam pada siswa. Proses habituasi menciptakan interaksi berulang antara peserta didik dan lingkungan religius lokal, sehingga terbentuk habitus religius sebagaimana dijelaskan oleh teori Bourdieu tentang habitus, modal, dan ranah. Penelitian ini memberikan kontribusi terhadap pemahaman tentang bagaimana praktik etnopedagogis berbasis budaya lokal dapat memperkuat pendidikan karakter Islam di sekolah dasar.

Internalization of Islamic Educational Values in the Cecah Inai Tradition of the Natuna Malay Community Yurnalis Yurnalis; Abdul Haris; Syamsurizal Yazid
The International Journal of Education Management and Sociology Vol. 4 No. 6 (2025): November-December : The International Journal of Education Management and Socio
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i6.269

This study aimed to describe the process of internalizing Islamic educational values in the Cecah Inai tradition among the Malay community in Bunguran Timur District, Natuna Regency. The research employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation, involving traditional leaders, Mak Inang (female ceremonial leaders), and local cultural officers. The findings showed that the Cecah Inai tradition was not merely a cultural ceremony within the Malay wedding sequence but also functioned as a medium for imparting Islamic values that became internalized in the community’s social life. The values that emerged in this tradition included aqidah values (faith and monotheism toward Allah), shari’ah values (obedience to laws and social etiquette), and akhlaq values (courtesy, patience, and moral responsibility). The Cecah Inai procession demonstrated a harmonious integration between customary practices and Islamic teachings, which characterized the culture of the Natuna Malay community. This study affirmed that local traditions played an important role as a non-formal educational medium in shaping character and strengthening the community’s Islamic identity.

Civic Education Pesantren Salaf di Madura : Sinergi Pendidikan Karakter dan Upaya Deradikalisasi Maimun Maimun; Abdul Haris
TADRIS: Jurnal Pendidikan Islam Vol 16 No 2 (2021)
Publisher : State Islamic Institute of Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v16i2.5137

This study aims to describe the internalization of civic education, especially in the effort to foster the spirit of nationalism and love the country from two salaf Islamic boarding schools in Madura between the al-Mubarok Lanbulan Tambelangan Islamic Boarding School in Sampang and the Islamic Boarding School of Al-Is'af Kalabaan Guluk-Guluk Sumenep. The research subjects who became the information center consisted of caregivers, asatidz and administrators with data collection techniques including interviews, observation and documentation. For data analysis, the researcher used Miles and Huberman's interactive analysis technique. To test the validity of the data, it is used triangulation technique. The results showed that the internalization of civic education in these pesantrens was conveyed in three ways; First, through learning. The students are taught the morals of the state and love the country through the clasical book of 'Idhatun Nasyi'in and through civics education learning in the equality education system applied at the al-Mubarok Islamic boarding school. Meanwhile, for pesantren al-Is'af, it is applied through additional explanations in book recitation conditionally. Second, through the extra activities, including; organizing, bahsul masail, flag ceremony on 17 of August and the commemoration of the national santri day at al-Mubarok, as well as through bahsul masail and muhadara activities at the al-Is'af boarding school. Third, through social activities of students in the internal boarding school.

Instilling Islamic Educational Values Through Madurese Local Cultural Habituation Nurul Zainab; Abdul Haris
MUSLIM HERITAGE Vol 10 No 2 (2025): Muslim Heritage: Jurnal Dialog Islam dengan Realitas
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/muslimheritage.v10i2.11525

This study aims to explore (1) how State Primary School Patereman 2 utilizes local culture as a medium to instill Islamic educational values, and (2) how the process of internalizing Islamic values occurs through Madurese local cultural habituation. Using a qualitative case study approach, the research involved religious teachers, community religious leaders, students participating in kompolan activities, and parents. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the pattern-matching technique with methodological and source triangulation for validity. The findings reveal that kompolan, a distinctive Madurese religious cultural practice, effectively serves as a vehicle for the internalization of Islamic values among students. The process of habituation creates repeated interactions between learners and the local religious environment, enabling the formation of a religious habitus as explained by Bourdieu’s theory of habitus, capital, and field. This study contributes to the understanding of how ethnopedagogical practices grounded in local culture can strengthen Islamic character education in elementary schools. Abstrak Penelitian ini bertujuan untuk mengeksplorasi (1) bagaimana SD Negeri Patereman 2 memanfaatkan budaya lokal sebagai media penanaman nilai-nilai pendidikan Islam, dan (2) bagaimana proses internalisasi nilai-nilai Islam berlangsung melalui habituasi budaya lokal Madura. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian meliputi guru pendidikan agama Islam, tokoh agama, siswa yang mengikuti kegiatan kompolan, dan orang tua siswa. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan teknik pattern matching serta triangulasi metode dan sumber untuk menguji validitas data. Hasil penelitian menunjukkan bahwa kompolan, sebagai praktik budaya religius khas masyarakat Madura, terbukti efektif menjadi sarana internalisasi nilai-nilai Islam pada siswa. Proses habituasi menciptakan interaksi berulang antara peserta didik dan lingkungan religius lokal, sehingga terbentuk habitus religius sebagaimana dijelaskan oleh teori Bourdieu tentang habitus, modal, dan ranah. Penelitian ini memberikan kontribusi terhadap pemahaman tentang bagaimana praktik etnopedagogis berbasis budaya lokal dapat memperkuat pendidikan karakter Islam di sekolah dasar.

Social Media Trends in Arabic Language Learning at the University of Muhammadiyah Malang and KH. Abdul Chalim M. Ainur Roziqi; Abdul Haris; Alfa Naja Imamuna
LISANIA: Journal of Arabic Education and Literature Vol. 10 No. 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v10i1.156-174

This study aims to compare social media use trends, student characteristics, and the supporting and inhibiting factors in Arabic language learning at Universitas Muhammadiyah Malang (UMM) and Universitas Abdul Chalim (UAC) Mojokerto. A mixed-methods approach with a Parallel Convergent Design was employed, in which quantitative and qualitative data were collected and analyzed simultaneously but separately. Quantitative data were obtained through questionnaires administered to 80 students, while qualitative data were gathered through interviews with 10 informants. The findings revealed that students at both universities primarily used YouTube and WhatsApp as the main platforms for Arabic language learning. Students at UMM tended to focus on searching for learning materials and developing independent learning, whereas students at UAC more intensively utilized WhatsApp as a collaborative medium for completing academic assignments, reflecting the collective culture of the pesantren-based environment. Furthermore, the major challenge identified in both institutions was the high level of non-academic social media use, which often distracted students from learning activities. The findings also indicate that differences in institutional culture influence students’ preferences and patterns of social media use in the learning process. These findings provide important implications for the development of digital-based Arabic language learning curricula and instructional models that are more adaptive to local social and cultural contexts.

Beyond the Stages of Change: Spiritual and Managerial Integration in Faith-Based Behavioral Transformation Ahmad Saefulloh; Abdul Haris; Syafrul Nalus; Zainap Hartati; Piter Joko Nugroho
JURNAL AL-TANZIM Vol 10, No 3 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i3.14457

This study aims to examine how Islamic education management integrates spirituality, local wisdom, and institutional culture to facilitate a transformative recovery process in a faith-based rehabilitation setting. This study employed a qualitative design with a transcendental phenomenological approach. Data were collected through in-depth interviews, observations, and document analysis. Data were analyzed using NVivo and mapped onto the Transtheoretical Model of Change to capture the gradual dynamics of behavioral transformation. The results indicate that recovery occurs gradually and non-linearly. In the initial stage, local wisdom reflected in Islamic boarding school traditions and communal spiritual practices serves as a non-coercive mechanism for psychological and spiritual stabilization. As participants progress, an institutional culture characterized by relational security, moral role models, and collective discipline supports readiness and active engagement. In the later stages, recovery is sustained through identity reconstruction, spiritual continuity, and long-term relational attachments within the institutional environment. This study contributes by integrating the Transtheoretical Model of Change into Islamic education management and demonstrating how spirituality and local wisdom serve as managerial resources for sustainable recovery. These findings provide theoretical and practical implications in the development of a culturally based, non-punitive, and spiritually grounded educational rehabilitation model.

Strengthening Quranic Literacy and Islamic Character Through a Community-Based Participatory Approach at Rumah Peradaban Spirit Nabawiyah Community Fannaz Mavianti Mavianti; Nurul Zahriani JF; Abdul Haris
Maslahah: Jurnal Pengabdian Masyarakat Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/maslahah.v7i2.13368

Quranic literacy strengthening in non-formal community settings represents a critical yet underexplored domain in Islamic education. This community service program aimed to strengthen Quranic literacy and Islamic character formation at Rumah Peradaban Spirit Nabawiyah Community Fannaz through a participatory community-based approach. Implemented over three months with 28 active participants aged 4-15 years, the program comprised four main interventions: structured Quran recitation, Islamic book literacy (Readathon Islami), prophetic storytelling (kisah Nabi), and community manager mentoring. Results showed significant improvements across all indicators. Consistent recitation (?5 times/week) rose from 32% to 82% of participants. Active participation in Islamic book discussions increased from 45% to 89%, and independent book borrowing grew from near-zero to 71%. Prophetic storytelling with a three-phase pedagogical design (opening-narrative-reflection) led to 91% of participants identifying Islamic character values, and 78% connecting them to real-life situations. The program also produced a community literacy guide as an institutional asset for sustainability. These findings confirm that structured, methodological, community-empowerment-centered approaches can effectively transform incidental religious practice into sustainable Quranic literacy movements in non-formal Islamic education.

Epistemological Foundations of Multidisciplinary Islamic Religious Education: A Reading of Muhammad Abid al-Jabiri at the University Level Ulil Hidayah; Abdul Haris; Abdul Haris; Imro Atus Soliha; Benny Prasetiya
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3515

Background. The increasing demand for knowledge integration in Islamic higher education has intensified discussions on the epistemological foundations of Multidisciplinary Islamic Religious Education (IRE). However, existing studies on Muhammad Abid al-Jabiri’s epistemological framework largely focus on its philosophical dimensions, with limited attention to its potential contribution to the reconstruction of contemporary Islamic educational paradigms. Purpose. This study aims to analyze the relevance of al-Jabiri’s epistemology and explore its contribution to the development of Multidisciplinary Islamic Religious Education in Islamic universities. Methods. Employing a qualitative library research design, the study utilized descriptive-analytical interpretation and thematic synthesis to examine primary and secondary sources related to bayani, irfani, and burhani epistemologies. Results. The analysis generated four major themes: (1) bayani epistemology as the normative foundation of Islamic education, (2) irfani epistemology as the ethical and spiritual dimension of learning, (3) burhani epistemology as the driver of scientific and multidisciplinary development, and (4) an integrative epistemological model for Multidisciplinary Islamic Religious Education. The literature synthesis indicates that the three epistemological traditions function in a complementary rather than competing manner. Bayani provides normative and theological grounding, irfani contributes ethical-spiritual depth, while burhani supports critical inquiry and scientific reasoning. Their interaction forms an integrative framework that bridges revelation, spirituality, and rational inquiry. This model further supports curriculum development, interdisciplinary learning, and research innovation within Islamic higher education institutions. Conclusions. Multidisciplinary Islamic Religious Education can be understood as an epistemological reconstruction effort that integrates religious and scientific knowledge. The study concludes that al-Jabiri’s epistemological framework offers a conceptual foundation for producing graduates who are intellectually competent, spiritually grounded, and socially responsible.

The An Autoethnographic Narrative of Institutional Resilience: Ma’had Aly Nurul Qodim within the National Education System Imro Atus Soliha; Abdul Haris; Ulil Hidayah; Benny Prasetiya; Sohirin Mohammad Solihin
International Journal of Educational Narratives Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i2.3575

Background. This study examines the institutional resilience of Ma’had Aly Nurul Qodim as a form of pesantren-based higher education amid inconsistencies within Indonesia’s national education system. Despite receiving formal legal recognition, Ma’had Aly continues to face significant challenges related to administrative legitimacy, accreditation, and limited affirmative state support. Purpose. This study aims to analyze how Ma’had Aly Nurul Qodim maintains institutional resilience while navigating structural constraints within the national higher education system. Methods. This research employed a qualitative case study approach combined with autoethnographic techniques. Data were collected through semi-structured interviews with institutional leaders, lecturers, and students, supported by direct observation and document analysis. Data were analyzed using thematic qualitative procedures to identify patterns of institutional resilience and adaptation. Results. The findings reveal that Ma’had Aly Nurul Qodim sustains its institutional resilience through adaptive governance, human resource development, institutional innovation, and strategic use of technology. This resilience is influenced not only by external policy environments but also by internal cultural resources such as collective ethos, social capital, and service-oriented values. However, structural limitations remain, including restricted access to state funding and incomplete integration into the national higher education system, which may affect long-term sustainability. Conclusions. The study concludes that institutional resilience in Ma’had Aly is shaped by the interaction between internal cultural strength and external policy constraints. It contributes to the discourse on higher education resilience by offering insights into how community-based institutions negotiate structural challenges while preserving their epistemological identity.

Anti-Bullying Education Based on Islamic Values for Social Development of Elementary School Students: A Needs Assessment Approach Ika Sofia Rizqiani; Abdul Haris; Atok Miftachul Hudha
International Journal of Business, Economics, and Social Development Vol. 7 No. 4 (2026): International Journal of Business, Economics, and Social Development (IJBESD)
Publisher : Rescollacom (Research Collaborations Community)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijbesd.v7i4.1377

Bullying remains a significant challenge in elementary education because it undermines students' social development and healthy peer relationships. Although Islamic elementary schools promote ethical values that encourage prosocial behaviour, these values are often conveyed implicitly rather than systematically through structured instructional practices. This study aimed to analyse the needs underlying the development of an Islamic-values-based anti-bullying education module designed to strengthen elementary students' social development. A descriptive qualitative design employing a needs-assessment approach was adopted. The study was conducted at an Islamic elementary school in Sukabumi, Indonesia, with the school principal serving as the key informant selected through purposive sampling. Data were collected through an in-depth semi-structured interview and analysed using data condensation, data display, and conclusion drawing and verification. At the same time, trustworthiness was ensured through credibility, dependability, confirmability, and transferability procedures. The findings revealed three interrelated dimensions of need. First, relational bullying, including verbal mockery, social exclusion, and friendship manipulation, persisted despite existing institutional prevention mechanisms, indicating the need for a more preventive instructional approach. Second, teachers demonstrated strong commitment to students' wellbeing but lacked structured instructional resources for systematically developing students' social competencies. Third, Islamic ethical values such as ukhuwah, rahmah, al-karāmah, and al-’adl were already embedded in school culture but had not yet been translated into explicit and measurable learning objectives. These findings indicate that the primary need lies not in introducing new values, but in developing a coherent instructional framework that integrates Islamic ethical principles with teachable social competencies. The study provides an empirical foundation for designing an Islamic-values-based anti-bullying education module through the Analysis phase of the ADDIE framework.

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